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高一英语教案优秀9篇

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作为一名教学工作者,通常会被要求编写教案,教案是教材及大纲与课堂教学的纽带和桥梁。优秀的'教案都具备一些什么特点呢?下面是小编辛苦为同学们带来的高一英语教案优秀9篇,希望能够在作文写作上帮助到同学们。

高一英语教案 篇一

教学准备

教学目标

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教学工具

课件

教学过程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

Second language India

Pakistan

Nigeria

the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

Foreign language China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming up by answering questions about English

Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

●What is Standard English?

Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

●What is a dialect?

A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

x English is one of the official languages of the Olympic Games and the United Nations.

x English dominates international websites and provides nearly all of the new computer terminology.

x Tourism and trade from Western Europe and North America has contributed to the spread of English.

x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

2.Pre-reading

We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Go on with your reasons. I shall write your suggestions on the board as you make them.

3、 Skimming the text for general ideas

Now we go to page 9 to skim the text for the main idea of each paragraph.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

Paragraph 3: English changes and develops when cultures meet and communicate with each other.

Paragraph 4: By the 19th century English is settled.

Paragraph 5: English is spoken as a foreign language or second language in South Asia.

4、 Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

By the 19th century Samuel Johnson, Noah Webster

Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

5、 Reading and copying

Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

Useful expressions

at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly

高一英语教案 篇二

第一部分:热身

快速应答:

1.How are you going to school everyday?

2.Thank you very much for your help.

3.Would mind my opening the window?

4.What day was it yesterday?

5.What's the weather like today?

第二部分:朗读

口语朗读技巧:

1、声调与降调

I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.

2、连读:将前一个单词最后的辅音与后一个单词开头的元音连在一起朗读。 half an hour ran out of not at all

3、失爆:当相邻两个爆破音在一起时,往往给前面一个爆破音留一个位置,但不

爆破,稍停随即发后面的爆破音,这种现象称为“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say

朗读练习:

1、 A smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"

2.The little boy did not like the look of the barking dog.

"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"

"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"

高一英语教案 篇三

教学准备

教学目标

(1)知识目标:让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

(2)能力目标:让学生进一步使用恰当地阅读方式与技能,如略读(skimming),快速阅读(fast reading),细读(close reading)等

(3)情感目标:让学生不但学习袁隆平的科研精神,更要学习他不计较名利,踏踏实实的生活态度。

教学重难点

1、阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

教学过程

1、 话题的引导。(Pre-reading)

1)。开头通过设计了一首熟悉的诗歌,让学生知道话题---farming.

2)。涉及到提高产量从而解决世界饥荒问题,从而引出本节课的中心话题--伟大人物袁隆平。

2、 跟读与阅读 完成导学案练习

贯彻目的与困难策略,指导学生根据不同的阅读目的,在阅读的不同阶段,灵活使用各种阅读策略,捕捉文章主要信息,理解作者的写作意图,突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。

1)、通过阅读训练,引导学生如何利用略读(skimming)的方法把握文章的大意,侧重培养快速阅读理解能力和文章中心把握能力。

2)、精读各个段落语段,侧重培养快速捕捉文章重要细节的能力和猜测生词的能力,学会欣赏文章中的优美句子。

3: 阅读过程--浅层次阅读。(Reading I)

1)。 其中关于人物的基本信息中,通过设计了一个信息表格的浅层次阅读练习,对文中人物有了初步了解。

2)。 关于他的梦想,书本上描写得非常生动,我让班里有艺术特长的学生画了一幅漫画,利用画面反映课文第四段所描述的内容,同时用第一人称配了声音效果。

4、 阅读过程--深层次阅读。(Reading II)

在处理了一些简单信息之后,阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容,设计了一棵树的形象,引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。

5、知识点的处理:由句子的分析带出语言点,记住句子,记住了单词用法

课后习题

一、单词拼写

1、 ____________ vt. & vi. 斗争; n.努力

2、 ____________ adj. 感到满意的

3、 ____________ n.自由; 自主

4、 ____________ vt. & vi. 配备; 装备

5、 ____________ n. 产量, 输出量

6、 ____________vt. 输出 n.出口

7、 ____________vt. 搞乱, 使糊涂

8、 ____________ n. 补给; vt.提供

9、 ____________ adj. 适当的', 相配的

10、 ___________vt. 使膨胀 vi. 发展

二、单词运用

1.We had a ___________(努力) to stop the criminal.

2、 The document will be _____________ (传阅) to all members.

3、 I’ll type your report if you’ll baby-sit in e_________.

4、 Our farm ___________ the market with fruits and vegetables.

5、 We should s__________ the results of the exam briefly and report to the headmaster.

6、 Sydney’s population _____________ rapidly in the 1960s.

7、 He has a ____________ (晒黑的) face and bright eyes.

8、 The plane _________ speed as it was approaching the airport.

9、 The workers there worked _______ crazy, with only thirty minutes’ break at noon.

10、 He __________ (耕作) the farm with great success.

Comprehending:Paraphrase these sentences.

1、 At that time, hunger was a disturbing problem in many parts of the countryside

2.Using his hybrid rice, farmers are producing harvests twice as large as before.

3、 Thanks to his research, the UN has more tools in the battle to rid the world of hunger.

4.He would much rahter keep time for his hobbies.

Consolidation Exercise;

1._____ your generous help, or I will not overcome the difficulty.

A.Thanks to B. Because

C. Thanks for D. Thank to

2、 It is so_______ that he is always making noises.

A. disturbed B. disturbing

C. disturb D. disturbs

3、 He missed the bus, for ________ he came late for work.。

A. whom B. that C.where D. which

4、你必须戒除掉自己吸烟的坏毛病。

5、 满意于学生的成绩,他如释重负的笑了。

6、 他宁愿在家里看电视也不愿意打篮球。

重读高中英语教案 篇四

Period 7-8 Grammar

Grammar

一。 动名词做主语的用法

动名词做主语往往表示经常性、习惯性的动作, 在口语中也可以表示具体的动作。如:

Seeing is believing. Helping her is my duty. Talking mends no holes.

空谈无济于事。

Working with you is a pleasure. 和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样,也可以用it作形式主语。如:

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如:

It's no use crying over spilt milk.覆水难收。

He realized that to go on like this was wrong.

二。 动名词作宾语的用法

1、有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受), consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过), pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health. 做早操对你的健康有好处。

Her shoes wants mending. 她的鞋该修理了。

注意: 当 need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting. 你的头发该理了。

The floor requires washing. 地板需要冲洗。

I have finished writing this book.我已经写完这本书了。

2、 在allow, advise, forbid, permit后直接跟动名词作宾语,如果有名词或代词作宾语,则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如:

We don't allow smoking here. We don't allow anybody to smoke here.

3、 动词need, require, want意为“需要”时,后跟动名词的主动式或不定式的被动式作宾语,意义没有区别。如:

The window needs/requires/wants cleaning/to be cleaned.

4、 在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可,意义没有多大区别。

5、 动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大,须注意。

forget, regret, remember后跟动名词,动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

Period9-10 writing and checking the answers of the exercises

高一必修一英语教案 篇五

一、教学背景分析

1、 单元背景分析

随着科学技术的发展,各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代,学生们更应用心去体会并感受科技和发明创造者给生活带来的变化,进而能联想到他们平时所学的学科及知识,并用英语为媒介进行知识的整合与串联。同时从另一个角度来说,科技进步的同时,我们的社会也产生了各种各样的矛盾与争论,因此如何正确的看待或处理这些问题,也成为广大学生应该了解并掌握的知识。

2、学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听:在听懂教师向学生讲述实验中注意事项基础上,继续学习并强化捕捉特定信息的能力,以及确定全文主要话题的概括能力。

说:应能在了解一定的现代科技发明基础上,思考并学习如何对一种新的事物进行描述。同时能与他人进行交流,叙述事物的利与弊端。

读:强化略读、查读等阅读微技能,训练通过寻找关键词,主题句等方式更快速并准确的确定文章的段落大意,理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词,并在上下文体验中感受某些佳句给读者带来的深层含义。

写:学习在对事物进行理性思考的基础上,运用恰当的句型与词汇描述对事物正反面的不同观点,同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感,并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

(1)。进一步培养小组合作学习的能力,通过调查、采访、讨论等活动完成任务,取长补短,加强团体协作意识。

(2)。引导学生用英语进行不同学科特点的思考,体会学科之间的联系与区别。通过话题启发学生积极思考,调动学生的学习兴趣。

(3)。指导学生用批判的思维去接受新的事物,增强他们的辩论意识与能力。

(4)。意识到科技工作的艰苦以及所必需的个人品质与素质,鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇:学习并使用一些与science 和scientists有关的词汇。

语法:进一步了解一词多义现象与合成词的构成。

功能:学习如何就某一事物给予别人指导与说明。

话题:掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳,并鼓励学生增加与教师和同学交流、合作,继续培养正确的自我评价与相互评价的习惯,从而总结交流学习所得,进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外,发挥已掌握的使用工具书,查找资料、上网等方式增加用英语思维与表达的能力,了解实验对于科学研究的重要性,树立正确的向上的学习态度,形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系,应该说是以英语为媒体让学生表达他们对平时理化生等理科课程,特别是相关实验,所想到及感受到的内容。因此,尽管本单元的话题对学生而言有着一定的难度,但却有体现出了以学生为中心,贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片,学生通过对日常熟悉的相干实验工具及场地的识别,展开相关学科特点与学习的讨论。同时在此基础上,要求学生们在Listening部分能熟悉某些实验室的规则及注意事项,掌握如何给予别人指导与说明,并能抓住文章的中心话题,捕捉相关细节内容,回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解,(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考,既能感受到它们给我们的生活带来的巨大利益,同时也能发现其中所存在的不足与弊端,并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家 Franklin的风筝实验,从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上,能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上,让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验,从而达到发明新产品现象的讨论,理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上,写下一篇阐明自己观点、立场与看法的短文。

四、教学重点与难点

重点

(1)。能就某一话题进行合理的分析,并从不同的角度去分析问题,展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价,诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

(2)。掌握如何就某一话题给予别人指示与说明,能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

(3)。能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义,利用构词法知识扩充词汇量,并能真正做到为阅读服务。

高一英语教案优秀教案 篇六

Period 7-8 Grammar

Grammar

一、动名词做主语的用法

动名词做主语往往表示经常性、习惯性的动作,在口语中也可以表示具体的动作。如:

Seeing is believing. Helping her is my duty. Talking mends no holes.

空谈无济于事。

Working with you is a pleasure.和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样,也可以用it作形式主语。如:

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如:

It's no use crying over spilt milk.覆水难收。

He realized that to go on like this was wrong.

二、动名词作宾语的用法

1、有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受),consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过),pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health.做早操对你的健康有好处。

Her shoes wants mending.她的鞋该修理了。

注意:当need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting.你的头发该理了。

The floor requires washing.地板需要冲洗。

I have finished writing this book.我已经写完这本书了。

2、在allow, advise, forbid, permit后直接跟动名词作宾语,如果有名词或代词作宾语,则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如:

We don't allow smoking here. We don't allow anybody to smoke here.

3、动词need, require, want意为“需要”时,后跟动名词的'主动式或不定式的被动式作宾语,意义没有区别。如:

The window needs/requires/wants cleaning/to be cleaned.

4、在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可,意义没有多大区别。

5、动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大,须注意。

forget, regret, remember后跟动名词,动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

Period9-10 writing and checking the answers of the exercises

高一英语教案 篇七

一、 教材分析:

学生在度过一个假期后,英语知识较生疏,教师应当复习好以前单词,为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from?做了铺垫,教师应充分注意这一点

boy、girl 、teacher student 、meet等单词又是第一次出现,也需要我们特别关注。

二、教学目标:

1、能够得简单地表达自己心情,如:nice to meet you welcome back to school

2、能够听懂并回答 Where are you from?

I’m from

3、认识、会说字母A——E

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点:

能够听懂并回答 Where are you from?

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

四、课时 www.paomian.net 安排

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

第三课时 B lLet’s talk Let’s learn

第四课时 BLet’ssay Let’spractise

第 五课时B Let’s Let’s

第六课时 C story time

高一年级英语优秀教案 篇八

教学目标

通过本单元教学,使学生掌握有关提出建议或忠告的句型,对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习,了解有关营养与卫生方面的基本常识,描写中国食谱与西方食谱之间的差异及优势。

1、重点词汇

examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight

2、重要句型

1)I advise you not to eat fruit that isn't ripe in future.

2)The result is that many of them become fat.

3)There is as much sugar in it as eight pieces of sugar.

3、语法

学习英语中提出建议和忠告的句型

4、日常交际用语

a. Seeing the doctor:

1)What can I do for you? What was the matter?

2)Lie down and let me examine you.

3)I've got a pain/cough/headache.

4)I don't feel well.

5)There's something wrong with……

6)Take this medicine three times a day.

7)Drink plenty of water and have a good rest.

8)Take two pills now and two more in four hours'time.

b. Making suggestions and giving advice

1)You'd better have a good rest.

2)I advise you to do something.

3)I advise you not to do something.

4)I suggest that you do…

5)Why not do…?

6)Why don't you do…?

教学建议

写作建议

1、首先让学生们写在练习本上,然后与同组讨论,互相交换议建议。

2、谈论书中所给出的几个题目,练习学生们看病的用语。如:

I've got a pain/ There's something wrong,/I feel terrible./ I don't feel well,so on.

课文建议

Step1本篇课文是有关健康饮食的话题,通过对比中西方饮食的对比,让学生们能够对课文的了解,教师列表写在黑板上。(略)

Step2通过阅读,让学生掌握一些饮食的名称,如What's your favorite food?

duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter,etc…

听力建议

Step1.Preparation for listening

让学生们准备去听听力,首先让他们看P121页的练习,使学生们能够了解练习的大概内容。

Setp2.每一道题先放一遍,提问学生们是否听懂,大概的内容是什么。然后再放两遍,让学生们单独去做练习。

Setp3.让学生们能够重复每一段小故事。如:Ex1.

I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt 。Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous

重点难点讲解

辨析pain与ache

相同点:两者都表示疼痛。不同点:

pain要注意以下三个方面:

① 表示身体某部位不适时,属于可数名词;

I've a pain in my back. 我后背有点疼。

② 表示精神上的痛苦时,属于不可数名词;

He gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。

③作“努力”、“辛苦”讲时,只用复数形式,但不能用many,few修饰。

No pains,no gains. 不劳则无获。

ache表“疼痛”时,其主语是身体的某部位,而不是“人”。

My legs ache. = I have pains in my legs. 我脚疼。

注:head,tooth,stomach(胃)与ache一起构成复合名词,如:headache(头疼),但leg,foot,hand,forehead不行。

辨析asleep,sleepy 和sleeping

相同点:这三个词都具有形容词性质。不同点:

asleep意思是“睡着了,它是表语形容词,在句中只能作表语或宾语补足语,不能作定语。

The teacher found Tom asleep in class and kept him behind after school.

老师发现汤姆在课上睡着了,放学后把他留了下来。

sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。

I'm sleepy and I'd like to go to bed.老想睡了,我去房间休息了。

sleeping意思是“正在睡觉”。它可以在句中作定语。

They woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒,问她父母在哪儿。

辨析diet与food

相同点:diet,food都可作“食物”解。不同点:

diet指的是习惯的食物或规定的食物,特指维持健康的定量或定质的食物,如病人的疗养饮食。

The doctor has ordered me a special diet.医生给我安排了特殊的饮食。

注意:diet是可数名词,常与不定冠词a连用,如:

food是一般用法,凡能吃喝的具有营养的东西都称food. food是不可数名词,但在表示食品的种类时,可以用复数。

The doctor put him on a diet after operation.手术之后,医生规定了他的饮食。

Too many sweet foods will make you fat.太多的甜食会使你发胖。

辨析in the future 与 in future

相同点:这两个短语都表示“在将来”的意思,一般可以互换。不同点:

1)in future (= from now on)强调“从今以后/今后”,如:

Don't do that again. Be more careful in future. 别再那样做了,今后更要注意。

2)in the future (=time that has not come yet)侧重表示“将来某个时候/将来”,不一定就是从今立即开始,与in the past相对。

My sister wants to be an actress in the future. 我妹妹将来想当演员。

辨析 too much 与 much too

1)much too具有副词功能,作程度状语,常用来修饰形容词或副词原级,意为“实在太,非常”。它不能修饰动词。

It is much too expensive. 这实在太贵了。

2)too much具有形容词、名词和副词的功能,可用作主语、宾语、表语、定语或状语,意为“太多、过多、过分、太厉害”。中心词为much,too用于修饰much,表示程度,用以加强语气。其用法可以归纳为以下几种:

a. 用作形容词,修饰不可数名词;

b. 用作副词,修饰动词,作状语。

c. 用作名词,后常与of连用。

d. 用作代词;

e. 一般不单独用在be动词之后,但可用在 “be too much for sb.”结构中,表示“对某人来说太难了(受不了)”。例如:

1)There was too much noise.(√)The noise was too much.(×)噪音太大了。

2)She is afraid the rip will be too much for her. 她怕受不了旅途的劳累。

3)You are asking for too much.你要的太多了。

4)Jack thinks too much of himself.杰克太自以为是。

It cost him too much. 他付出的代价太大了。

辨析advise和suggest

相同点:这二个动词都是提出建议和忠告,后面同时可接如下用法:

1)可接名词:He advised / suggested a rest.他建议休息一下。

2)代词:They advised / suggested nothing to us.他们对我们没有什么建议。

3)动名词:Tom advised / suggested sending for a doctor at once.汤姆建议立即叫医生。

4)that引导的宾语从句(that从句中用should+动词原形,should可省略,意思相近)。

I advised / suggested that he (should)eat more fruit.我建议他应多吃水果。

不相同点:

advise可以接宾语+不定式短语或疑问词引导的不定式短语,而suggest不能这样用。

The doctor advised me to rest for a week.医生建议我休息一星期。

I suggested to hold a meeting (×)

I suggested holding a meeting.(√)

John suggested us to go for a walk.(×)

John advised us to go for a walk.(√)

辨析die of 与die from

相同点:两者含有“由于……而死”之意,后均接名词或动词-ing形式。在因外界环境影到体内或疾病,衰弱,年迈而造成的死亡时,两者可互换。

He died of/from overeating/hunger/cold /illness.他因为消化不良/饥饿/寒冷/疾病而死亡。

不同点:

die of 可用来表示因内在感情而造成的死亡,或因直接原因导致死亡,常用于以下情况:

die of cancer/a cold/a fever/old age/sorrow/love

die from用来表示非人体的而是环境污染,事故等造成的死亡,或者说因间接原因导致死亡,常用以下情况:

die from polluted air /an accident/drinking too much/ a wound因污染的空气/事故/饮酒过度/受伤而死

分析句型as much /many as…

作“多达……程度”解。所涉及的数量如果是可数的,则用many,如果是不可数 的,则用much,如:

You can eat as much as you like.你爱吃多少就吃多少。

Here are plenty of magazines. Take as many as you want. 这里有大量的杂志,你要多少拿多少吧。

分析discuss用法

vt.讨论,商量,商讨

1、+疑问词+to do

We'll discuss when to hold the sports meeting.我们将讨论什么时候开支运动会。

2、 +从句

We discussed where we should go.我们讨论了我们该上哪儿去。

n.讨论,议论

We had a long discussion about the question.关于这个问题我们讨论了很长时间。

cause much discussion 引起议论

be under discussion 在讨论中。

1.When playing football or basketball,you might be using 400 calories an hour.

这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式(比较)或让步等的状语从句中,如果谓语含有动词be,主语又和主句的主语一致,或其主语是it,那么从句中的主语和谓语的一部分(尤其是动词be)往往可以省略,如:

连词+V-ing

When (she was)walking along the river,she met the stranger.

连词+V-ed

He won't come unless (he is )invited.

连词+adj/adv

The news will change all our plan,if (it is )true.

另外,在比较状语从句或方式状语从句中,可根据需要省略相同的成份。

You can jump much higher on the moon than (you jump)on the earth.

2.What food do you think is healthy and which is unhealthy?

该句为“特殊疑问词+do you think+其他部分构成的,用以征询对方的看法或推测等。其中的do you think 是插入语,并不影响全句结构。可以用于这一结构的动词还有believe,imagine,suppose等,如:

Who do you think has got the first prize? 你认为谁获得了第一名?

Which do you suppose will be taken away next? 你认为接下来被拿走的是哪一个?

但是当think,believe,imagine,suppose等用在“think+宾语+to be”结构时,要慎重选择who(主格)或whom (宾格),试比较:

1)Whom do you think to be the best in our class?你认为谁是我们班的学生?

2)Who do you think will be our English teacher next term?你认为下学期谁会当我们英语教师?

句1为“think sb. to be”结构,是对sb.表示疑问。

句2是对I think 后宾语从句的主语表示疑问。

表示建议和提出忠告的方法

“建议”可以包括两个方面,即表示建议对方做某事和表示建议对方和自己一起做某事,第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法,有直接了当地提出自己的想法,也有转弯抹角地暗示自己的想法;有随时想起的提议,也有经过周密思考提出的建议。表达“建议”的常用方法有:

1)用“Let's” 开头的祈使句后面接动词原形,建议对方和自己一起做某事,句尾常常加 “shall we?”,“OK” 等用于征求对方看法的词语,从而使语气缓和得多。例如:

Let's cross over here while the light's green.

Let's call it a day now,OK?

Let's go upstairs,shall we?

“Let's…,shall we?” 句型可以和 “Shall we…?” 换用,肯定回答常用 “Yes,let's…” 。例如:

—Shall we listen to some music? —Yes,let's listen to some.

2)用 “Why don't you…” 句型建议对方做某事,可缩略为 “Why not…?”。 例如:

Why don't you sell the car if you need money?

Why not look in the local paper?

3)用“How/ What about…?” 句型,表达非正式的建议,征求对方意见,多数情况下建议对方和自己一起做某事。例如:

How about a trip to the beach on Sunday?

What about coming across the road for a break?

4)用suggest,suggestion等词汇表示比较正式的建议,在会议和讨论中使用较多,也常用于书面语中。例如:

I suggest a meeting with the new members.

I suggest trying it once more.

I suggest (that)we (should)take the night train.

“劝告”偏重于为对方着想,替对方出主意、想办法,或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有:

1)“You'd better…。”句型表达随便的劝告,口语中有时省略had和主语you.例如:

You'd better take an umbrella. It's going to rain.

Better do it yourself. It's no good depending on others.

2)用should,ought to,might,could 等情态动词表达责任和义务。例如:

—Please tell me which courses to take in the first term.

—Well,you could take a history course. You might also take art course. You should certainly take a language course.

3)用advise,advice 等词汇。例如:

I strongly advise you to see the doctor.

My advice is: Go to the doctor right now.

高一英语教案 篇九

《Unit 3 A taste of English humour》

教学准备

教学目标

Teaching Objectives

1、 Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.

2、 Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.

3、 Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.

教学重难点

Teaching difficult points

1、 How to guide students to search for and sort out related information according to the assigned task through the Internet.

2、 How to cu ltivate students’ learning ability through teamwork based on network.

Teaching important points

1、 Help students to get the general idea and detailed information of the text effectively by skimming and scanning.

2、 Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.

教学过程

Step 1

Lead-in(3 mins)

1.Students’ Activities:

2.The Purpose of Activities

Students are to appreciate a video clip performed by Mr. Bean.

Students will be guided to acquire the form of nonverbal humour in a vivid way,

thus eage r to learn about the main character of the text with interest.

Step 2

Network-based Interactive Learning(25 mins)

1.Students’ Activities

(1)。Students are divided into five groups to search for and sorted out the related information according to the assigned task online

(2)A representative of each group is to share the information with the others.

2.the Purpose of Activities

Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.

Step3 Text-based Reading(17 mins)

Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks

。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.

2.The Purpose of Activities

(1)Students will get the general idea as well as the structu re of the text by skimming.

(2)Students will get the detailed information and have a deeper understanding of the text.

(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.

课后习题

Step 5 Homework

1、 Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.

2、 Write a summary (about 130 words)。

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